鞍山师范学院学报

艺术类高校学生形象思维主导、情感体验优先的认知特质与传统思政课教学存在结构性冲突。研究基于审美教育、情境学习与价值内化理论，构建“审美感知—情境沉浸—价值内化”三阶递进式思政育人理论模型，并从红色文化资源整合、教学实施、全域贯通三个维度阐述了教学实践路径。研究认为，数字化红色文化资源的赋能关键在于引导学生在创作实践中完成从“服从”到“认同”再到“内化”的价值升华。

Art students possess cognitive characteristics dominated by imagery thinking and prioritized emotional experience, which structural conflicts with the traditional model of ideological and political education. Based on aesthetic education theory, situated learning theory and value internalization theory, a three-stage progressive theoretical model of "aesthetic perception—situational immersion—value internalization" was constructed, the practical teaching pathways of the integration of red cultural resources, instructional implementation, and comprehensive connectivity were elaborated. The study argued that the key to the empowerment of digital red culture resources lies in enabling students to achieve value sublimation from "compliance" to "identification" and then to "internalization".